Survey the Class, Survey the School
10 min
Narrative
The purpose of this Warm-up is to elicit the idea that each bar on the bar graph represents a category, which will be useful when students use survey data to create a bar graph in a later activity.
Launch
- Groups of 2
- Display the graph.
- “What do you notice? What do you wonder?”
- 1 minute: quiet think time
Teacher Instructions
- “Discuss your thinking with your partner.”
- 1 minute: partner discussion
- Share and record responses.
Student Task
What do you notice? What do you wonder?
Sample Response
Students may notice:
- The graph is about students’ favorite science topics.
- There are 5 categories.
- Some bars stop at a horizontal line and others stop between two lines.
Students may wonder:
- What are the categories?
- What does each line or each step represent?
- How many people were surveyed to get the data?
Activity Synthesis (Teacher Notes)
- “This is a graph about students’ favorite science topics. What are some possible categories for the graph?” (living things, space, chemistry, volcanoes, robots)
Standards
Building Toward
- 3.MD.3·Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step "how many more" and "how many less" problems using information presented in scaled bar graphs. <em>For example, draw a bar graph in which each square in the bar graph might represent 5 pets.</em>
- 3.MD.B.3·Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. <span>For example, draw a bar graph in which each square in the bar graph might represent 5 pets.</span>
10 min
25 min
Knowledge Components
All skills for this lesson
No KCs tagged for this lesson
Survey the Class, Survey the School
10 min
Narrative
The purpose of this Warm-up is to elicit the idea that each bar on the bar graph represents a category, which will be useful when students use survey data to create a bar graph in a later activity.
Launch
- Groups of 2
- Display the graph.
- “What do you notice? What do you wonder?”
- 1 minute: quiet think time
Teacher Instructions
- “Discuss your thinking with your partner.”
- 1 minute: partner discussion
- Share and record responses.
Student Task
What do you notice? What do you wonder?
Sample Response
Students may notice:
- The graph is about students’ favorite science topics.
- There are 5 categories.
- Some bars stop at a horizontal line and others stop between two lines.
Students may wonder:
- What are the categories?
- What does each line or each step represent?
- How many people were surveyed to get the data?
Activity Synthesis (Teacher Notes)
- “This is a graph about students’ favorite science topics. What are some possible categories for the graph?” (living things, space, chemistry, volcanoes, robots)
Standards
Building Toward
- 3.MD.3·Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step "how many more" and "how many less" problems using information presented in scaled bar graphs. <em>For example, draw a bar graph in which each square in the bar graph might represent 5 pets.</em>
- 3.MD.B.3·Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. <span>For example, draw a bar graph in which each square in the bar graph might represent 5 pets.</span>